1021 KB0 KB200520252024Urbančič, Matejštevilka:4letnik:75 = 141str. 156-176ISSN:0038-0474COBISSID:227000579URN:URN:NBN:SI:doc-10Q9OZO8enZveza društev pedagoških delavcev SlovenijeSodobna pedagogikadidaktikadigitalizacijadigitalna tehnologijaeducationpedagogikapedagogypoučevanjeučenjeumetna inteligencavzgoja in izobraževanjeArtificial intelligence in education| comparing the responses of different large language models|Currently, there are several advanced large language models (LLMs) freely available for testing, and their use is steadily increasing. This paper aims to compare the results produced by some selected models for use in an educational setting. A qualitative research design was employed to identify the structure of the outputs and to analyse the information and key ideas related to questions about the purpose of education. The findings raise concerns about the reliability and relevance of the results, as they are neither equally informative nor consistent across different LLMs, with variations occurring even when the same questions are repeatedly tested. At present, there is no consensus on the optimal approach to integrating AI into education, nor on the potential impact of AI on learning, teaching, work and society. While it appears that the risks associated with AI can be managed, training in the use of LLMs is crucial at present, as these models will significantly impact various educational domainsV prispevku je predstavljena primerjava odzivov, ki jih vrnejo različni prosto dostopni veliki jezikovni modeli (LLM). Za ugotavljanje strukture odzivov in analize informacij in ključnih zamisli o predlaganih vprašanjih o namenu izobraževanja, je bila uporabljena kvalitativna raziskovalna zasnova. Ugotovitve vzbujajo pomisleke glede zanesljivosti in ustreznosti rezultatov, saj ti niso enako informativni in konsistentni pri različnih LLM, razlike pa se pojavijo celo pri večkratnem preizkušanju istih vprašanj. Trenutno ni soglasja o optimalnem pristopu k vključevanju umetne inteligence v izobraževanje niti o morebitnem vplivu umetne inteligence na učenje, poučevanje, delo in družbo. Čeprav se zdi, da je tveganja, povezana z UI, mogoče obvladovati, je trenutno ključnega pomena usposabljanje za uporabo teh modelov, saj bodo ti modeli pomembno vplivali na številna področja izobraževanjaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije